Some people look Some people look stupidstupid

Laura Saret, EdD

OCTE6August 2008

List 3-4 things you hope to learn in this session

Laura is stupid because Abby says so….

How do you know when somebody looks

(therefore is) stupid?

Stupid Quiz http://stupid-quiz.com/stupid?category

=stupidpeople3&source=google

What is assessment of student learning?

The systematic collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decisions about how to improve learning (Barbara E. Walvoord, Assessment Clear and Simple)

In other words… We identify learning

outcomes We design ways to measure

the learning We provide learning

opportunities We gather, analyze, and

interpret evidence to determine how well learning matches our expectations

We use the results to understand and improve student learning

Good learning outcomes…

Provide a framework for course development

Communicate expectations to students

Enable assessment of student learning

Help evaluate student work Provide information to non-student

stakeholders

Learning outcomes…

What a student should be able to do or know as a result of having completed a particular course or program

Sample learning outcome: Students who successfully

complete Tennis 101 will demonstrate skill proficiency in accurately serving a tennis ball

Identifying learning outcomes

Upon successful completion of the course, students will appreciate the pig (Example from Barbara Walvoord and Ginny Anderson’s book, Effective Grading — Swine Management Class)

A learning outcome should contain

1. A description of what the student should be able to do or know

2. The conditions under which the student will be able to do the task

3. The measurable standards for evaluating student performance of the task

After completing this course you will be able to:•operate your phone •know how to greet callers •understand the procedure for transferring a call

After completing this course you will be able to:

place a caller on hold activate the speaker phone play new messages on the voice mail system list the three elements of a proper phone

greeting transfer a call to a requested extension

After completing this course you will be able to:•operate your phone •know how to greet callers •understand the procedure for transferring a call

Student learning outcomes expressed using verbs related to Bloom’s taxonomy can become the foundation for the selection and design of classroom activities, assignments and tests

PsychomotorManual or physical skills

CognitiveMental knowledge and skillsLearning information and processes for dealing with that information

AffectiveHow we deal with emotionsLearning beliefs, attitudes, and values

Bloom’s Taxonomy and the

3 Domains

of Learning

Steps for writing learning outcomes using the domains of learning

1. Decide which domain applies 2. Select an action verb that specifies

what the student should be able to know or do and that can be assessed

3. Make sure that the statement includes the conditions under which the student will be able to do the task as well as criteria for evaluation

Think about your own discipline…

Cognitive domain

evaluation

synthesis

analysis

application

comprehension

knowledge

Knowledge is the ability to memorize and recall existing terminology, facts, and methods

Comprehension is the ability to understand the meaning of conceptual information

Application is the ability to apply or use previously learned information in a new situation

Analysis is the ability to examine a concept and break it down into its parts

Synthesis is the ability to put information together in a unique or novel way to solve a problem

Evaluation is the ability to judge the relative value of information based on prior knowledge

Low level

High level

Recall Restate Sequence Investigate Systematize Recite Review Sketch Observe Theorize Recognize Select Solve Order Write Record Transform Use Outside Repeat Translate Recognize Reproduce Select State Tabulate Tell Trace Underline

Knowledge Comprehension Application Analysis Synthesis Evaluation Acquire Abstract Apply Advertise Argue Appraise Arrange Associate Calculate Analyze Build Assess Assemble Classify Carry out Breakdown Compose Check Choose Comprehend Compute Catalog Conclude Choose Cite Convert Demonstrate Classify Construct Criticize Count Demonstrate Determine Compare Derive Defend Define Discuss Dramatize Contrast Design Determine Distinguish Distinguish Draw Detect Discuss Evaluate Draw Estimate Employ Determine Formulate Judge Find Explain Explain Differentiate Generalize Justify Identify Extrapolate Generalize Discover Integrate Measure Indicate Formulate Implement Discriminate Organize Rank Itemize Illustrate Instruct Dissect Plan Select Label Indicate Operate Distinguish Produce Support List Interpret Perform Estimate Propose Test Name Locate Plan Examine Relate Verify Order Predict Predict Explore Restate Weigh Point Report Prepare Identify Specify Quote Represent Repair Interpret Summarize

Verbs used for cognitive domain

Affective domain

internalizing values

organizing

valuing

responding

receiving

Receiving relates to getting, holding, and directing the student’s attention and whether the student is “open” to learning

Responding involves active participation on the part of the learners

Valuing involves the student seeing worth or value in the learning--Clues to valuing are expressed in the student’s overt behavior

Organizing involves arranging values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system (comparing, relating, and synthesizing values)

Internalizing values is demonstrated when the student has a value system that controls his/her behavior as a learner

Low level

High level

Receiving Responding Valuing Organizing I nternalizing Asks Agrees to Accepts Adheres Acts Attend Aids Adopts Alters Behaves Be aware Answers Argues Arranges Discriminates Chooses Assists Challenges Combines Displays Describes Complies Commits Compares I nfluence Follows Conforms Completes Completes I nfluences Gives Consents Demonstrates Def ends Listens Holds Contributes Diff erentiates Develop Modifi es I dentifi es Cooperates Explains Establishes Performs Listens Discusses Follows Explains Practices Locates Discusses Forms Formulate Proposes Names Greets I nitiates Formulates Qualifi es Points to Helps I nvites Generalizes Questions Selects Labels J oins I dentifi es Revises Shows alterness Performs J ustifi es I ntegrates Serves Sits Practices Proposes Modifi es Solves Uses Presents Reads Orders Supports Watches Questions Reports Organizes Verifi es Reads Selects Prepares Recites Shares Ranks Reports Studies Relates Request Works Synthesizes Selects Tells Volunteer Writes

Verbs used for affective domain

Psychomotor domain This domain includes physical movement,

coordination, and use of large and small motor skills

Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution

Note: Bloom never completed work on this domain Many models have been developed This section is based on Dave’s model (Dave, R. H.

(1975). Developing and Writing Behavioural Outcomes. (R J Armstrong, ed.) Educational Innovators Press)

Psychomotor domain

naturalization

articulation

precision

manipulation

imitation

Imitation is the ability to observe the action of another person, such as the teacher or trainer, and copy the action

Manipulation is the ability to follow instructions and reproduce an activity from instruction or from memory

Precision is the ability to execute a skill reliably, independent of help from the instructor or demonstrate an activity or skill to other learners

Articulation is the ability to combine or integrate related skills

Naturalization occurs when the skill becomes automatic or internalized

Low level

High level

I mitation Manipulation Precision Articulation Naturalization Adhere Build Calibrate Adapt Automate Copy Carry out Complete Combine Become expert Follow Do Control Construct Design I mitate Execute Demonstrate Coordinate Devise Repeat I mplement Perfect Develop I nvent Replicate Perform Refi ne Extend Manage Show I ntegrate Refi ne Master Specif y Modif y Solve

Verbs used for psychomotor domain

We design or select learning activities to achieve our outcomes

Students should be able to reasonably achieve the learning outcomes by completing these activities.

Choose activities that align with and support the learning outcomes.

Course grades versus assessment

I grade, therefore I assess Course grades tell students how they did in

the class relative to other students and convey to students how well they have met their teachers’ expectations The assignment of a grade to an individual

student provides a summary measure about the student’s performance in the class

May tell something about the standards of the teacher

Course grades do NOT usually Convey direct information about which of the

course’s goals and outcomes for learning have been met or how well they have been met

You can use the grading process to measure learning

Ensure that the activity, exam or assignment actually measures the learning goal(s) The outcome is to be able to "write a persuasive essay" but

the assessment is a multiple choice test State explicitly in writing the criteria for evaluating

student work in sufficient detail to identify students’ strengths and weaknesses Use rubrics

The advantages of using rubrics…

Allow assessment to be more outcome and consistent

Focus the teacher to clarify his/her criteria in specific terms

Clearly show the student how their work will be evaluated and what is expected

Promote student awareness of about the criteria to use in assessing peer performance

Provide useful feedback regarding the effectiveness of the instruction

Provide benchmarks against which to measure and document progress

Scoring rubric for tennis serve

Excellent(2 points)

Acceptable (1 point)

Poor(0 points)

Accuracy Hits target area at least 80% of the time

Hits target area about 50%-80% of the time

Hits target area less than 50% of the time

Effort Puts forth good effort and tries to serve correctly

Shows moderate interest in learning how to serve

Shows little or no interest in learning the correct way of serving

3 2 1

Participates in class discussions

AlmostAlways

Occasionally

AlmostNever

Asks relevant questions in class

AlmostAlways

Occasionally

Almost Never

Participates in online discussion

AlmostAlways

Occasionally

Almost Never

Offers questions or comments via e-mail

AlmostAlways

Occasionally

Almost Never

Attends classAlmost Always

Occasionally

Almost Never

Arrives on time/stays for entire class

Almost Always

Occasionally

Almost Never

Class participation rubric

Evidence and the feedback loop are very important

Develop systematic ways of feeding information about student learning back to decision makers to use for program improvement

Evidence via assessment is more fundamental than ever to knowing students are learning what they need to learn, to ensuring student learning is central at our institutions, and to demonstrating higher education’s effectiveness to the public and others

Assessment is not about amassing data, but rather about analyzing and using it to make a difference in student learning

The Higher Learning Commission cares about…

Are students learning what you intended for them to learn? What is the evidence that teaching is effective? The organization’s goals for student learning outcomes are

clearly stated for each educational program and make effective assessment possible

The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement

What do you most want your students to learn during their time with you? To get from their whole experience at your institution?

What are they actually learning? Is it the right learning? Right level? (effective for what and for

whom?) What difference do you want to make in their lives? What

difference does that make to society? To their profession? What evidence do you have that you’re worth the investment?

That they achieve the learning intended?

How are your stated student learning outcomes appropriate to your mission, programs, and degrees?

What evidence do you have that students achieve your stated learning outcomes?

In what ways do you analyze and use evidence of student learning?

How do you ensure shared responsibility for student learning & assessment of student learning?

How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning?

Minute Paper (Angelo, T. A. & Cross, K.P. Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition. San Francisco: Jossey-Bass, 1993, pp. 148-153)

What was the most useful or meaningful thing you learned during this session?

What question(s) remain uppermost in your mind as we end this session?

Maybe some people really do look stupid…